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Lesson materials

Pictures of travel destinations (the number needed will depend on how many
students are in the class.)
Pieces of paper with adverb-adjective collocations written on them.
Handout with explanations, chart and examples.
Short quiz about adverb-adjective collocations.

Lesson objectives
1 - Students will be able to understand specific vocabulary used to talk about traveling
(particularly adverb + adjective collocations)
Students will demonstrate their understanding of the vocabulary by writing a paragraph
describing their favorite place to go on vacation, using the collocations they learned in
class.

Warm up and objective discussion


1 - Show the students pictures of different types of travel destinations: a crowded city, a
paradisiac beach, a group of hikers walking through a dense forest, a carnival, a safari, etc.
Ask them to mention which words, specifically adjectives, pop into their minds when they
see the pictures. Remind them that "adjectives" are words we use to describe people,
places, and things. You can suggest them: pretty, quiet, crowded, etc. Write all their ideas
on the board.
2 - Then write "adverb-adjective" on the board. Read a short extract describing one of the
pictures out loud, which includes adverb-adjective collocations. Ask them if they notice any
adverb + adjective collocations. Read again slowly, asking them to raise their hand when
they hear one and copying them on the board.
3 - Pair work: each pair of students gets one of the photos and a copy of a description of
the place in the picture. Ask them to find as many adverb-adjective collocations as they
can. When they finish, they read what they found. Write them on the board.
4 - Tell them that they will learn how to use these collocations in their own descriptions, and
that by the end of the lesson they will be able to write their own description of their favorite
place to visit on vacation. Ask them why they think it is important to use adverb-adjective
collocations in their descriptions. Suggestions: to engage readers, to produce better quality
writing, etc. Discuss how this can help each of them as individuals achieve their particular
goals: some students might be preparing for an exam that requires high quality writing,
some of them might wish to enhance their vocabulary, etc. As students mention how they
might possibly use the skills they will gain during this lesson, write them on the board.

Instruct and model


1 - Put up three of the pictures we used at the beginning of the lesson on the board. Write
one adverb-adjective collocations to describe them under each one. Ask the students to
think about them: densely populated. Why densely? Can we say the opposite, for example,
sparsely populated? Repeat the reasoning with the other two examples.
2 Ask them why dont we say absolutely good or very perfect. Listen to their answers,
and explain about strong/ungradable and weak/gradable adjectives, and what kind of
adverbs we use with each one. Write some collocations on the board, some wrong and

some right and ask them what they think about them. Which ones are correct? Which
arent? Why?
3 Hand out a sheet with a simple chart, short explanations and some examples for the
students to use as reference and keep in their folders.

Guided practice
1 Put another picture on the board and ask them to suggest adjectives to describe it. After
writing a few examples on the board, ask them which adverbs we could use with each one.
For example, for a picture of a snowy landscape, they could have suggested cold. How
cold? Bitterly cold, extremely cold, terribly cold.
2 Put pieces of paper with adjectives and adverbs on the table. Divide the students in
groups of two or three, making sure each group includes students of different ability level.
Ask them to look at the words and pair adverbs with adjectives to make collocations that
can be used to describe the rest of the pictures. Hand each group two or three pictures to
describe. Walk around the classroom answering questions and checking work. Once
theyre finished, put up their pictures and have them read their collocations, writing each
one next to the pictures.
3 Guessing game (optional): Choose some of the collocations, write a list on the board for
the students to have as reference for the game, and write them in pieces of papers. Put
them facing down on the table. Each student chooses one and mimics or draws on the
board for their classmates to guess with collocation it is.
4 Now choose a picture of a place and announce that we are going to write a short
description about it using adverb-adjective collocations. Choose a student to write down the
description. Suggest the first sentence with a simple adjective and ask them how it could be
improved. For example: The beach was very nice. What can we say instead of just nice?
And how can we intensify how pretty or gorgeous or beautiful it was? Continue this activity
until we have a full paragraph (five-six sentences).

Independent Practice
1 Divide them in groups again and ask them to write a short paragraph of a picture (they
can choose it or the teacher can assign it). After they finish, each group passes their work
to another group to have it checked. A collocation dictionary can be made available for
students to consult during independent practice.
2 Extra independent practice (this can be done as homework if there is no time, but it
would be better if done in class), hand them a paragraph written with very simple adjectives
and ask them to improve it using adverb-adjective collocations. This can be done in pairs or
individually.

Assessment
1 Hand them a short quiz about the adverb-adjective collocations we have been working
with. Give them a few minutes to complete them. Allow them to ask questions to the class if
they have doubts, and allow the other students to answer the question. After they finish, we
correct the quiz as a whole class activity and discuss their answers. Take the opportunity to
clarify any doubts.

2 As a second assessment activity, remind the students the objective of the lesson: to
write a description of their favorite place to go on vacation. Ask them to write a short
description (1-2 paragraphs) about their favorite place to visit, using 3-5 adverb-adjective
collocations (or more). While they do this task, write a simple rubric on the whiteboard for
the students to use as reference to write their work, and to use in the following peer-review
activity.
3 Once all the students are done, they will read their work out loud and the other students
will give feedback based on the rubric. They will take notes while they listen to their
classmate reading: how many adverb-adjective collocations did the student include? Could
they have included more? How/Where in the text? These are some of the questions the
teacher can ask to encourage the students to give feedback. Students should take notes of
their classmates opinions and do the necessary changes in their texts before handing it to
the teacher. Give them a few minutes for this. After this activity is done, collect the
descriptions for the teacher to check for grammar and structures.